STEM Perceptions: Student & Parent Study

Parents and Students Weigh in on How to Inspire the Next Generation

of Doctors, Scientists, Software Developers and Engineers

Commissioned by Microsoft Corp.

Introduction

As part of its broader efforts to help improve STEM education, Microsoft Corp. commissioned two
national surveys with Harris Interactive among college students pursuing science, technology,
engineering and math (STEM) degrees, and parents of K–12 students. The goal of the surveys was to
gain insight about what can better prepare and inspire students to pursue post-secondary education
in STEM subjects. In these surveys, parents and students were asked about their perceptions and
attitudes of STEM education in the U.S., shedding light on how to inspire more young people to
become doctors, scientists and engineers.

For more information on Microsoft’s STEM commitments, please read our press release.
Note: Survey research methodology is detailed in the appendix of this report.

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Executive Summary: Parent Perceptions
Parents were asked about their perception of STEM education in K–12, and the survey found broad
agreement that there is room for improvement.

• While most parents of K–12 students (93%) believe that STEM education should be a priority in
the U.S., only half (49%) agree that it actually is a top priority for this country.
• Parents who feel that STEM should be a priority feel this way because they want to ensure the
U.S. remains competitive in the global marketplace (53%) and to produce the next generation of
innovators (51%); fewer say it’s to enable students to have well-paying (36%) or fulfilling careers
(30%).
• Even though many parents (50%) would like to see their children pursue a STEM career, only 24%
are extremely willing to spend extra money helping their children be successful in their math and
science classes.

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Executive Summary: Student Perceptions
College students pursuing a STEM degree were asked to rate how well their K–12 education prepared
them for their college courses in STEM, and why they chose to pursue a STEM academic path.

Importance of K–12 Education:

• For many, the decision to study STEM starts before college.
• Nearly 4 in 5 STEM college students (78%) say that they decided to study STEM in high school or
earlier. One in five (21%) decide in middle school or earlier.
• More than half (57%) of STEM college students say that, before going to college, a teacher or class
got them interested in STEM.
– This is especially true of female students (68% vs. 51% males), who give “a teacher or class”
as the top factor that sparked their interest.

Preparedness:
• Only 1 in 5 STEM college students feel that their K–12 education prepared them extremely well for
their college courses in STEM.
• Students who felt less prepared for STEM college courses said that offering more STEM courses
and having better/more challenging courses would have helped to better prepare them — and for
students who felt extremely/very well-prepared, it was the challenging, college-prep courses that
helped to prepare them.
• Females in STEM are more likely than males to say they were extremely/very well-prepared (64%
vs. 49%) by their K–12 education, and they are slightly more likely than their male counterparts to
say that preparing students for STEM should be a top priority in K–12 schools (92% vs. 84%).
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Executive Summary: Student Perceptions
Motivation:
• Based on the college student survey findings, the motivation to pursue STEM studies did not
originate from their parents telling them to select that subject area or even because they know
the U.S. is in need of STEM graduates.
• Rather, students indicate they are selecting a STEM path to secure their own futures.
– 68% say they want a good salary.
– 66% say it’s the job potential.
– 68% say they find their degree program subject intellectually stimulating and challenging.

Gender Differences:
• The inspiration for choosing STEM varied quite a bit between males and females.
– Male students are more likely to pursue STEM because they have always enjoyed games/toys,
reading books, and/or participating in clubs that are focused on their chosen subject area
(51% vs. 35% females).
– Female students are more likely to say that they chose STEM to make a difference (49% vs.
34% males).

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SURVEY FINDINGS

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Among careers tested, the two careers parents most want their child to pursue are scientist
and engineer; overall, half of parents say they would like their child to pursue a STEM career.
On the other hand, parents think their kids are more interested in becoming performers or
artists.
Parents who give their child’s school an “A”
Parent and Child Career Hopes on its ability to prepare students for
50%
Reported by parents; top responses shown careers in STEM are more likely to say their
42% child wants to pursue a STEM career (52%
vs. 38% give school a “B” or lower).

24%
21%
17% 17% 15% 15%
13% 11%
9% 8%
4% 5% 6% 6%

STEM Career Scientist Engineer Physician/Dentist IT Professional Computer Mathematician Other STEM
(in total) Scientist Career
Dads are more
likely to want their I want my child to pursue My child wants to pursue 32%
child to pursue a
STEM career (57%
vs. 44% moms).
21%
19% 18%
17%
14% 15% 15%
13% 13%
11% 10% 10% 9%10% 8%
7%
5% 5%
2%

Teacher Entrepreneur Business Lawyer Artist or Financial Actor/Musician Military Professional No Preferences
Executive Designer Professional /Performer Personnel Athlete /Don’t Know
Base: All Parents of Child in Grades K–12 (n=854) 7
Q1020: Which of the following careers, if any, would you like your child to pursue? Which of the following, if any, do you think your child will want to pursue?
Parents and STEM students agree that there is room for improvement in K–12 STEM
education — only 1 in 5 STEM students feel they were extremely well-prepared for their
college STEM courses.

STEM College Students: How Well Did Your K–12

Education Prepare You for College?
What did your school do to
Extremely well
help prepare you?
20% Parent Rating of K–12 STEM Prep
Very well “AP courses were offered at my high
school so I was able to gain a good Grade Total Parents
Somewhat well foundation in Calculus and Physics.”

Not well at all “My schools prepared me for college A 28%

workloads by sometimes giving college
35% entry level work. Also quite often we B 41%
Not sure
would be given opportunities to take a
college course or something of that sort.”
C 22%
Females in
STEM are more What could your school have
D 7%
likely than males done to better prepare you?
to say they were F 3%
extremely/well- 35% “More in-depth curriculum.”
prepared
(64% vs. 49%)
“Offer more AP courses and also more Average Grade: B
opportunities for hands-on experience and
programs with each field.”
8%
“More application, less theory.”
3%

Base: All Qualified Respondents (College Students: n=500, Parents of Child in Grades K–12: n=854)
Q910: How well did your K–12 education (elementary through high school) prepare you for your college courses in science, technology, engineering and/or math?
Q915: What could your school have done to better prepare you/What did your school do that helped prepare you for your college courses in STEM? (OPEN END) 8
Q1055: What grade would you give your child’s school on its ability to prepare students for careers in science, technology, engineering and/or mathematics?
The majority of college students and parents believe that preparing students for careers
in STEM should be a priority for K–12 schools in the U.S.; however, only half believe it
actually is a top priority in schools.

The State of STEM Education in the U.S.

% agree among students and parents
Female students are more likely
than their male counterparts to
STEM can help prepare students to become STEM College Students 95% say that preparing students for
the world's next innovators and address the
Parents of K–12 Students 94% STEM should be a top priority in
world's toughest problems.
K–12 schools (92% vs. 84%) —
another indication of how
A stronger emphasis on STEM is necessary important K–12 education is for
in order to equip future U.S. generations 93%
girls.
with 21st century skills such as critical 94%
thinking.
While parents may feel that K–12
Preparing students for careers in STEM schools are not meeting
87%
should be a top priority for schools in the
________ expectations when it comes to
U.S. 93% STEM, many are not extremely
willing to spend their own money
helping their children be successful
Compared to other countries, the U.S. is 66% in their math and science classes
doing a ____
poor job of teaching STEM. (24% extremely willing vs. 37%
76% very willing, 34% somewhat willing,
and 5% not at all willing).
76% of parents feel
Preparing students for careers in STEM is__a 49%
that the U.S. is doing
top priority for schools in the U.S. 49% a poor job of
teaching STEM
compared to other
countries.
Base: All Qualified Respondents (College Students: n=500, Parents of Child in Grades K-12: n=854)
Q940/Q1060: How strongly do you agree or disagree with each of the following statements? 9
Q1050: How willing would you be to spend extra money to help your child(ren) be successful in their math and science classes?
So why do parents feel that STEM education should be a priority? About half say it’s to
ensure that the U.S. remains competitive in the global marketplace and also to produce
the next generation of innovators. Preparing students to have well-paying and fulfilling
careers are less important.
Parents: Why Should Preparing Students for STEM Careers Be a Top Priority for Schools in the U.S.?
Up to 3 responses selected

To ensure the U.S. remains competitive in Dads are more likely than
the global marketplace
53%
moms to list this is a reason
(62% vs. 47% moms).

To produce the next generation of

innovators
51%

To prepare people that are equipped to find

solutions to the world's problems
44%

In the future, most or all jobs will require at Parents in high-income households
least a basic understanding of math and 42% are least likely to give enabling
science students to have well-paying careers
as a reason (29% in $75K+
households vs. 37% in <$35K, 42%
To enable students to have well-paying
careers in the future
36% $35–49.9K, 46% in $50–74.9K).

To enable students to have fulfilling careers Moms are more likely than
in the future
30% dads to list this as a reason
(36% vs. 22% dads).

Base: Parents who agree that STEM preparation should be a top priority for schools (n=774) 10
Q1065: Why do you think preparing students for careers in STEM should be a top priority for schools in the United States. Please select up to three responses.
Students are choosing to pursue a STEM degree, not because someone encouraged or told
them to or even because the U.S. is in need, but to secure their own futures and because they
find it intellectually stimulating/challenging.
Reasons College Students Choose STEM Degrees

Good salary out of school 68% #1 reason for males and

pre-med students
It's intellectually stimulating/challenging 68% #1 reason for females and
engineering & science students
The job potential 66%

It's my passion 54%

I have always enjoyed games/toys, books,
participating in clubs focused on this subject
45% #1 reason for technology students
(Note: Does not make top 3 list for any other major)

I received good grades in this subject in school 43% Male students are more likely to pursue
STEM because they have always enjoyed
To make a difference 39% games/toys, etc. (51% vs. 35% females).

Our country is in need of college graduates focused in Female students are more likely than male students
these areas
25%
to say that they chose STEM to make a difference
(49% vs. 34% males).
A family member has similar education/career 19%
Of all STEM students, pre-med are most likely to
I was encouraged by a teacher or guidance counselor 17% give this is a reason (67% vs. 50% in science, 35% in
engineering and 12% in technology).
My parents told me I had to 6%
Black and Hispanic students are less likely than white and Asian
Other 3% students to say they chose STEM because they were encouraged by
Base: All College Students (n=500)
a teacher or guidance counselor.
Q810: Why did you choose to pursue this type of education?
Nearly 4 in 5 STEM college students say that they decided to study STEM in high school or
earlier, and parents say STEM interest begins at an early age.

Parents: What Is Your Child’s Favorite STEM Students: When Did You
Average Age
Subject in School? DECIDE You Wanted to Study STEM?
INTEREST Began
3% I've always
STEM subject (in total) 31% 8.2 5% known
Mathematics 14% 7.2 13%
In elementary
General Science 6% 7.5
school
Biology 4% *
In middle/junior
Computer science 3% * high school
Physics 2% * 57%
In high school
Chemistry 1% *
Other STEM subject 1% *
In college
Art 13% 6.3
Reading 9% 4.9 20%
Not sure
Gym/Physical Education 8% 5.5 2%
History 7% 9.4
Students that felt they were only
Music 7% 5.2 somewhat or not at all prepared in K–12
for STEM courses are more likely to have
Don’t know 7% N/A decided to pursue a STEM degree in
*Base is too small to report. Note: other subjects tested include Social Studies, English, Foreign Language and college (26% vs. 16% students who were
Geography. All had 5% or less as favorite subject. extremely/very well-prepared).
Base: All Parents of Child in K–12 (n=854) Q1035: What is your child’s favorite subject in school?
Base: Child has a favorite subject listed (variable base by subject) Q1040: At what age did your child become interested in [FAVORITE SUBJECT]? 12
Base: All College Students(n=500) Q830: When did you decide that you wanted to be pre-med/to study your area or major in school?
About a third of college students say that no one had the most influence on their decision to
pursue STEM — the same is true of parents who are in STEM fields today. However, over half
of students say that a teacher or class got them interested in STEM. Half also said that media,
games and toys played a role.
WHO Had the MOST Influence on Your STEM Students: Before College,
Decision to Pursue STEM? WHAT Got You Interested in STEM?
Reported by students and parents in STEM careers
A teacher or class 51% #1 for
68%
27% females
Parent
32% TV, movies or books 55%
46%
Teacher or guidance 14% #1 for
counselor 11% Games or toys 61%
29% males
Friend 7% 34%
2% A parent or relative 39%
37% of STEM Males
4% college students 28% Females
Sibling Visiting museums 40%
4% have a parent in
STEM.
3% Clubs or activities 25%
Famous person 27% “I took 2 classes in high
2%
school where the teachers
STEM College Work/internship 11% were really good at making
Mentor 3% 23%
2% Students it interesting and I realized
16% how much I like this.”
A mentor 14%
Grandparent 3% – Math Student
4% Parents of K-12
Students in STEM A famous person in the field 11%
2% Careers 5%
Other relative
2% 4%
Science fairs/contests 6% “Video games got me
No one 34% into this area.”
35% Other 2% – Tech Student
4%
Base: Parents in STEM Careers (n=132) Q1005: When you were a child, who was the most influential person
in your life in helping you decide what career to pursue?
Base: All College Students (n=500) Q820: Who had the most influence on your decision to study in this area?; Q840: Before going = significant difference between
to college, which of the following got you interested in science, technology, engineering and/or mathematics?; Q845: Please tell
us specifically what got you interested in science, technology, engineering and/or mathematics.
males and females.
Although a good K–12 education is necessary for building a foundation and interest in STEM,
students say that having a passion for STEM and studying hard are the two most important
factors to their success. External factors, such as K–12 education, mentors and role models,
are less important.

Female students are STEM Students: How Important Is Each Factor to Your Success?
more likely to cite % Absolutely Essential/Extremely Important
“studying hard” as an
important success factor
(81% vs. 60% males). Female students are more likely
than males to say “supportive
73% parents” is an important success
factor (50% vs. 37% males).
67%

48%
42%

31% 30%

19%

Having a passion Studying hard Going to a good Supportive A good K-12 Having a good Having a role
for it college parents education mentor model

Base: All College Students (n=500) 14

Q920: How important are each of the following to your success as a student studying in your area or major?
Nearly three-quarters of STEM students report that their parents had at least some influence
on their decision to study STEM; many parents want their child to pursue a STEM career and
almost none discourage it.

Students: Parent Influence and Encouragement Parents: How influential do

you think you will be on your
How influential were your parents on your decision to study STEM?
child’s future career path?
Percentage that said “At least somewhat influential”: 73%

Mother 16% 19% 39% 27% Females more likely

Extremely
than males to say
Percentage that said “At least somewhat influential”: 72% 15% influential
their mother was
extremely influential
Father 22% 18% 32% 28% and encouraged a lot. Very
influential
Extremely influential Very influential Percentage 27%
Somewhat influential Not at all influential that said Somewhat
While few parents “At least influential
Growing up, to what extent did your parents encourage have discouraged somewhat
or discourage you from pursuing a career in STEM? STEM careers, influential”: Not at all
students who have 97% influential
Percentage that said “Encouraged”: 67%
parents in STEM
careers are more
Mother 46% 20% 33% likely to say their
55%

Percentage that said “Encouraged”: 66% parent influenced

and encouraged
Father 48% 18% 32% them.

Encouraged a lot Encouraged a little 3%

Neither encouraged nor discouraged Discouraged a little
Discouraged a lot

Base: College Students with mother/father in life (variable base) Q880: How influential were your mother and father on your decision to be pre-med/to study in your area or major?
Q890: When you were growing up, to what extent did you mother and father encourage or discourage you from pursuing a career in science, technology, engineering or mathematics? 15
Base: All Parents of Child in Grades K–12 (n=854) Q1015: How influential do you think you will be on your child(ren)’s future, specifically the career path they may decide to pursue?
Parents have high, unmet expectations for schools when it comes to STEM education, but are
they willing to help make up the difference themselves?

Parents: How Willing Would You Be Parents: How Confident Are You Helping Your Child
to Spend Money to Help Your Child With Their Math and Science Homework?
Be Successful in Math and Science?
13% 38% 27% 22%

Not at all confident Somewhat confident

Extremely Very confident Extremely confident
61% 24%
willing
Extremely/ Dads (58% vs. 42% moms) and parents in STEM careers (68% vs. 43%
very non-STEM careers) are more confident in their abilities to help.
willing
Very willing
Parents: If You Had an Extra $100 to Spend Each
37% 22% Month on Your Child, How Would You Be Most
Likely to Spend It? 19%

Somewhat
15%
willing 12% 12% 11%

6%
34%
Not at all
3%
willing
Music, art,Enrichment Sports Clothing Entertain- Enrichment A cell Some
5% or dance program in team ment program in phone other
lessons math or expenses reading or way
science LA
Base: All Parents of Child in Grades K–12 (n=854)
Q1045: How confident are you that you have the skills to help your child with their math and science homework if they asked for your assistance?
Q1050: How willing would you be to spend money to help your child(ren) be successful in their math and science classes?
Q1030: Assuming all of your child’s basic needs are met, if you had an extra $100 to spend each month on your child, in which of the following ways 16
would you be most likely to spend that money?
 STEM Students: What Can Parents and Schools Do to Help
Kids and Teens Become Interested in STEM?
“Fun games — see how science,
technology, engineering, and
mathematics are actually
applicable to real life.”
—Engineering Student
“Expose them at an
early age, show them
it is fun and
interesting.”
—Biomedical Sciences
Student

“Parents can be more hands on and supportive in teaching their children

outside of school to help reinforce what is learned in school. Schools should
also have a lot more hands on and visual learning rather than always reading
from the textbook. For example, instead of reading about photosynthesis take
the students outside and show them photosynthesis.” —Pre-Med Student

The word cloud illustrates keywords used by students to indicate how parents
Base: All College Students (n=500)
Q950: What can parents and schools do to help kids and teens become and schools can make STEM more interesting for kids. Larger words represent
interested in science, technology, engineering and mathematics? higher frequencies while smaller words represent lower frequencies.
APPENDIX

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Research Methodology
Two surveys were conducted online within the United States by Harris Interactive on behalf of
Waggener Edstrom Worldwide/Microsoft:
 The parent survey was conducted from May 4–11, 2011, among 1,074 parents of children
ages 17 or younger using the Harris Interactive ParentQuery omnibus. Total sample
responding to Waggener Edstrom Worldwide/Microsoft questions includes 854 respondents.
Those answering these questions were parents of K–12 students. Data were weighted to be
representative of U.S. adults with 0–17-year-olds in the household.
 The student survey was conducted from May 9–12, 2011 among 500 U.S. undergraduate
college students, ages 18–24, who are currently pursuing a STEM degree. Data were
weighted to be representative of U.S. undergraduate college students between the ages of
18–24.
All sample surveys and polls, whether or not they use probability sampling, are subject to multiple
sources of error, which are most often not possible to quantify or estimate, including sampling error,
coverage error, error associated with nonresponse, error associated with question wording and
response options, and post-survey weighting and adjustments. Therefore, Harris Interactive avoids
the words “margin of error” as they are misleading. All that can be calculated are different possible
sampling errors with different probabilities for pure, unweighted, random samples with 100%
response rates. These are only theoretical because no published polls come close to this ideal.

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About Harris Interactive

Harris Interactive is one of the world’s leading custom market research firms,
leveraging research, technology and business acumen to transform relevant
insight into actionable foresight. Known widely for the Harris Poll and for
pioneering innovative research methodologies, Harris offers expertise in a wide
range of industries including healthcare, technology, public affairs, energy,
telecommunications, financial services, insurance, media, retail, restaurant, and
consumer package goods. Serving clients in over 215 countries and territories
through our North American, European, and Asian offices and a network of
independent research firms, Harris specializes in delivering research solutions
that help us — and our clients — stay ahead of what’s next. For more
information, visit [Link]

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